The role of the situation model in mathematical modelling - Task analyses, student competencies, and teacher interventions.

Autor/inn/en	Leiss, Dominik; Schukajlow, Stanislaw; Blum, Werner; Messner, Rudolf; Pekrun, Reinhard
Titel	The role of the situation model in mathematical modelling - Task analyses, student competencies, and teacher interventions.
Quelle	In: Journal für Mathematik-Didaktik, 31 (2010) 1, S. 119-141 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0173-5322; 1869-2699
DOI	10.1007/s13138-010-0006-y
Schlagwörter	Fähigkeit; Lehrer; Modellieren; Leseverstehen; Textaufgabe; Intervention; Situation
Abstract	In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students' ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2011/2